Comparing Erikson And Brofenbronner's Cognitive Theory Analysis

Bronfenbrenner: Bronfenbrenner developed the ecological system theory to explain how everything in a child and the child’s environment affects how a child grows and develops (Oswalt, A. 2008). As grandparents we are making sure our grandchildren is being raised with the same models as we raised our children

Vygotsky’s sociocultural theory focuses on human learning as a social process (cite). He believed that social interaction plays a significant role in the development of cognition in children that follows them into adulthood. After reading through the discussion boards by my classmates this semester, it seems that Vygotsky’s theory sits soundly with most of the class. The theory appeals to me because it leaves room for cultural and societal change. If one is to look back in history, they would notice things that are different between children back then and children now. Perhaps children back then were more respectful towards their elders, or maybe children today are more tech-savvy than ever before. This can all be attributed to

The approach is based on the idea that an individual’s activities occurs in a cultural context and can be best understood in their historical development (Kagitcibasi, 2012). Vygotsky developed this theory with the intent of coming up with a way to explain human behavior. The theory examined various subjects including the psychology of art, thought and language; and also focused on education of students with special needs. Vygotsky believed that caregivers, parents, peers, and culture at large play an important role in developing an individual’s higher order functions. There are various modern time interpretations of this theory with one focused on explaining human development. In this context, the sociocultural theory explains that learning is a social process and the society makes a significant contribution to individual development. The theory states that learning is based on interactions with other people and once this has happened, the information is then incorporated on a personal level (Hutchison,

The Bronfenbrenner’s Ecological Systems is a model created by psychologist Urie Bronfenbrenner that refers to five structures of which an individual interacts with that impacts their development. The structures are referred to as systems in the model and there are five systems: Microsystem, Mesosystem, Exosystem, Macrosystem, Chronosystem.

Vygotsky’s Sociocultural Theory emphasizes the belief that an individual’s development is molded by social and cultural interactions. Children are social learners, intertwined with other people who eagerly help them gain skills and understanding. They develop while interacting socially with others, whether it is peers, or people more knowledgeable than them providing them with guidance. Collaboration and collectivism are key in emotional, social, and cognitive development (Siegler, Saffran, Eisenberg, Deloache & Gerfshoff, 2014).

Vygotsky's Social Developement theory focused on the connections between people and the social and cultural context, in which they act and interact with others. According to Vygotsky, humans use tools that develop from a culture, such as speech and writing, to mediate their social environments. Intinitally children develop these tools to serve solely to communcate needs. Vygotsky believed that the internatlization of these tools led to higher thinking skills.

Vygotsky 's Sociocultural Theory explains the interaction between the cultural and historical facts. There are three different theories that Vygotsky 's uses which are : matching, zone of proximal development and scaffolding. Matching is based of the child’s culture. Zone of proximal development has three different components the role played by culture, the use of language and the child’s zone of proximal development. This development shows what the children can accomplish independently and potentially depending if they received guidance along the way. Scaffolding is apart of learning, in the beginning parents’ are there too hold your hand and provide for you. When you get old enough parents let go and let you figure out life on your own.

A. Urie Bronfenbrenner’s Ecological Systems Theory looks at the development of a child as happening within an intricate system of relationships affected by various levels of their environment. Bronfenbrenner called his theory a bioecological model because the child’s biological attributes mesh with the environment to further development. There are 5 different systems that make up the child’s surrounding environment. The distinct systems are the microsystem, mesosystem, exosystem, macrosystem, and the chronosystem.

Early in PSY 335 lecture, Dr. Felver presented information about Bronfenbrenner’s Ecological theory. Bronfenbrenner believed that a person’s development is greatly affected by environmental factors, which are divided into the microsystem, the mesosystem, the exosystem, and the macrosystem. The microsystem is the first level, which is the system closest to the person and with whom there’s direct contact evident.

Vygotsky’s main beliefs were that culture has a immense effect on a child’s learning. An example of this

Commonalities exist between developmental theorists Freud and Erikson, Piaget and Vygotsky, and Bronfenbrenner and Freud. The commonalities between Freud and Erikson are that both of their theories explain development into divisions/stages, which are based on age. Also similarities with these theorists arise with the importance of development being something that the child is unaware of. Commonalities between Piaget and Vygotsky include how cognitive development is influenced by the social interactions of the child. Also, both theorists follow a “simple to complex” model of a child’s cognitive development. Lastly, there are commonalities between Bronfenbrenner and Freud as both theories contribute to characteristics that recognize what a child

He believed that interactions and the environment that a child is in, influences them in a large way. He also believed that young children are curious and are actively involved in their own learning and the discovery and development. In order to gain and understand Vygotsky’s theories on cognitive development, we must understand two main principles are Zone of actual development (ZAD) and Zone of proximal development (ZEP) which is his main

This theory was developed by Lev Vygosky, who believe that the child development appears twice, first in social level and second in the individual level in the child life, the theory also explains how your race,religion or gender can influence in your behavior, focused in the point of view of society and cultures.

A pioneer of the sociocultural approach was psychologist Lev Vygotsky (1896-1934). L. Vygotsky believed that children’s learning and development is strongly influenced by child’s culture and how children develop and learn can be different from culture to culture. He proposed that children, in order to learn, need to be supported by other people. For example, teachers and peers, who already gained particular knowledge.

Bronfenbrenners main theory is the ecological theory, which was developed in 1979, with the idea of the individual surrounded by 5 different systems, to explain the effect of the environment on children (Williams, n.d.). These complex systems are all interacting, therefore influencing and impacting the childrens lives through behaviours and attitudes (Sincero, 2012). The model is made up of 5 circles with each circle representing a different level, with the individual in the middle. Each level goes further away from the individual, in relation to its contact with the child, Bronfenbrenner (2005, as cited in Claibourne, Drewery, Paki & Chu, 2014) refers to it as “a change in developmental focus from the